Scribd Logo
Upload

Welcome to Scribd!

  • 11K views

    PYP Classroom

    Uploaded by

    Cristina
    The document outlines several criteria for evaluating the aesthetics, organization, and evidence of learning in a PYP classroom. It describes how displays should value student work and thinking, be purposeful, labeled, and aesthetically pleasing. Classrooms should be organized to support different grouping styles and have flexible, varied resources. Evidence of what students are doing includes work in progress, academic activities, and differentiation of expectations.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd

    PYP Classroom

    Uploaded by

    Cristina
    11K views1 page
    The document outlines several criteria for evaluating the aesthetics, organization, and evidence of learning in a PYP classroom. It describes how displays should value student work and thinking, be purposeful, labeled, and aesthetically pleasing. Classrooms should be organized to support different grouping styles and have flexible, varied resources. Evidence of what students are doing includes work in progress, academic activities, and differentiation of expectations.

    Original Description:

    What a PYP classroom should include

    Original Title

    PYP classroom

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines several criteria for evaluating the aesthetics, organization, and evidence of learning in a PYP classroom. It describes how displays should value student work and thinking, be purposeful, labeled, and aesthetically pleasing. Classrooms should be organized to support different grouping styles and have flexible, varied resources. Evidence of what students are doing includes work in progress, academic activities, and differentiation of expectations.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    11K views1 page

    PYP Classroom

    Uploaded by

    Cristina
    The document outlines several criteria for evaluating the aesthetics, organization, and evidence of learning in a PYP classroom. It describes how displays should value student work and thinking, be purposeful, labeled, and aesthetically pleasing. Classrooms should be organized to support different grouping styles and have flexible, varied resources. Evidence of what students are doing includes work in progress, academic activities, and differentiation of expectations.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    You are on page 1of 1

    Aesthetics Use of displays and display spaces Evidence of teacher’s role

    • Volume of materials and work on display • Evidence that the children’s work AND • Placement, size and what is on a
    • Use of color and natural materials thinking in progress is valued teacher’s desk
    • Reflection of valuation of cultures • Displays are purposeful not simply • Feedback to students
    • Evidence of timely change of display decorative • Role in display
    • Lighting • Clearly labeled as to their purpose and • Teacher materials
    • Noise audience • Portfolio accessibility
    • Cleanliness • Aesthetically pleasing
    • Adequate storage • Variety (2D and 3D)
    • Well maintained • Work on display is NOT identical
    • Evidence of inquiry
    • Evidence that PYP is transparent

    Evidence of child differentiation Classroom organization Evidence of what children are


    doing
    • Children’s work reflects individual levels • Allows for a variety of grouping and • Timetable
    of skill and conceptual development learning styles • Arrangement of furniture
    • Tasks assigned reflect differentiation of • Organized, accessible materials and • Finished work AND work in progress
    expectation resources • Children are producers not consumers
    • Individual creativity • Variety of resources • Evidence of academic or intellectual
    • Flexible activity
    • Reflects students’ responsibilities

    • Inquiry cycle ( and students NEED TO KNOW what it involves, what the inquiry steps are etc)
    • Progress chart ( e.g. progress throughout a unit)
    • Reflection chart/display ( e.g. students reflecting on an activity/profile/skills etc)
    • Profile & attitudes PURPOSEFULLY displayed (not just decorative words) (e.g. students reflecting on a specific attitude- post-its, rubrics,
    narrative records etc)
    • Concepts (form, function etc) to be obviously addressed (not simply stuck on the wall; show activities that enabled students to grasp these
    concepts)

    You might also like